Chapter 4: GEE Social Studies, Grade 11

Transcription

1 GEE Social Studies 11th Grade

2 Chapter 4: GEE Social Studies, Grade 11 This chapter provides specifications for the Social Studies test for grade 11 GEE. It describes the content and the format of the test, provides the number and types of items, and explains how the standards and benchmarks for Social Studies are assessed. Test Structure The Social Studies test consists of two sessions and is administered in one day. Students are allowed as much time as they need to complete each session, but suggested times are provided in the Test Administration Manual; it explains the procedures for allowing students additional time to complete a session of the test. Session 1: 60 multiple-choice items Session 2: 4 constructed-response items Item Types The multiple-choice items consist of a stem and four answer options. They measure all Social Studies strands: Geography, Civics, Economics, and History. The constructed-response items require students to construct or interpret a chart, graph, map, timeline, or other graphic representation, or to supply a written answer. Test Description Each constructed-response item assesses a different Social Studies strand. The constructedresponse items require higher-order thinking (for example, grasp of a concept, analysis of information, or application of a skill.) Both multiple-choice items and constructed-response items may use stimulus material, for example: a map or illustration of a globe a table or graph presenting numerical data to be read or interpreted a timeline, chart, illustration, photograph, or graphic organizer an excerpt or article from a newspaper or magazine an excerpt from a primary source an excerpt from a secondary source The reading level of test items is minimized to the extent possible (except for necessary Social Studies terms) so that students reading ability does not interfere with their ability to demonstrate their Social Studies knowledge and skills. GEE Assessment Guide 4-1 Social Studies Grade 11

3 Scoring the Social Studies Sessions Each multiple-choice item has four response options (A, B, C, and D) and is scored right/wrong. Correct answers receive a score of 1; incorrect answers receive a score of 0. Each constructed-response item is scored using a 4-point scoring rubric. The specific rubric for each item is developed from the general 4-point scoring rubric for LEAP, GEE, and ileap. This general rubric (scoring guide) explains the scale that is used to score constructedresponse items. Each score level description presents the general characteristics of a response that would earn the associated rating (0, 1, 2, 3, or 4). For the actual test, an itemspecific rubric is developed for each constructed-response item. General Scoring Rubric Constructed-Response Items Score Level Description of Score Level The response demonstrates in-depth understanding of the relevant content and/or procedures. The student completes all important components of the task accurately and communicates ideas effectively. Where appropriate, the student offers insightful interpretations and/or extensions. Where appropriate, the student chooses more sophisticated reasoning and/or efficient procedures. The response demonstrates understanding of major concepts and/or processes, although less important ideas or details may be overlooked or misunderstood. The student completes the most important aspects of the task accurately and communicates clearly. The student s logic and reasoning may contain minor flaws. The student completes some parts of the task successfully. The response demonstrates gaps in conceptual understanding. The student completes only a small portion of the task and/or shows minimal understanding of the concepts and/or processes. The student s response is incorrect, irrelevant to the skill/concept being measured, too brief to evaluate, or blank. GEE Assessment Guide 4-2 Social Studies Grade 11

4 Social Studies Test Specifications Number of Multiple-Choice Items in Strands/Categories Strands/Categories GEOGRAPHY A. The World in Spatial Terms B. Places and Regions C. Physical and Human Systems D. Environment and Society CIVICS A. Structure and Purposes of Government B. Foundations of the American Political System C. International Relationships D. Roles of the Citizen ECONOMICS A. Fundamental Economic Concepts B. Individuals, Households, Businesses, and Governments C. The Economy as a Whole HISTORY A. Historical Thinking Skills B. United States History C. World History Items % of Total Points TOTAL GEE Assessment Guide 4-3 Social Studies Grade 11

5 STRANDS, STANDARDS, AND BENCHMARKS ASSESSED This section presents the strands, standards, and benchmarks assessed on the grade 11 GEE Social Studies assessment. The section includes the text of each benchmark, followed by a list of key concepts explaining what students may be expected to know and be able to do to demonstrate the content knowledge and skills described in each benchmark. The information is organized by the four social studies strands: Geography, Civics, Economics, and History. Each strand is further organized by categories. Benchmarks are organized into thematic categories within each strand. These categories (for example, Places and Regions, or Historical Thinking Skills) provide further content definition by highlighting the underlying themes within the domain of each strand. Strand G: Geography Physical and Cultural Systems Standard: Students develop a spatial understanding of Earth s surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment. Strand C: Civics Citizenship and Government Standard: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship. Strand E: Economics Interdependence and Decision Making Standard: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world. Strand H: History Time, Continuity, and Change Standard: Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world. The following information is presented for each category: Benchmarks Assessed: the text of all benchmarks eligible for GEE Assessment Limits: any benchmarks that are excluded from GEE any special restrictions on test content any content barred from testing of an assessed benchmark any content emphasis for GEE Key Concepts: important concepts and related skills that may be assessed GEE Assessment Guide 4-4 Social Studies Grade 11

6 Explanation of Codes The benchmarks in each grade level are grouped by strand and thematic category. For example: Strand: Categories: Geography A. The World in Spatial Terms B. Places and Regions C. Physical and Human Systems D. Environment and Society Benchmarks are coded by strand, standard, category, and grade cluster (E, M, H). The first term in the code always refers to the strand. The second term gives the standard number and category. The third term indicates the grade cluster and benchmark number. Examples of Social Studies Codes Code Translation G-1B-E1 Geography - standard 1, category B - elementary, benchmark 1 H-1A-H3 History - standard 1, category A - high school, benchmark 3 GEE Assessment Guide 4-5 Social Studies Grade 11

7 Strand G: Geography Note: World Geography is an elective course one of three options (along with World History and Western Civilization) for fulfilling current graduation requirements. To help ensure that all students are properly prepared for GEE, items on areas of the world other than the United States are limited to conceptual understanding or application of skills. That is, no test question in either session 1 or session 2 requires students to recall facts or details about the geography of any area outside the United States. A. The World in Spatial Terms Benchmark Assessed G-1A-H1 using geographic representations, tools, and technologies to explain, analyze, and solve geographic problems Assessment Limits: Benchmark G-1A-H2 (organizing geographic information and answering complex questions by formulating mental maps of places and regions) is not assessed on GEE due to its focus on mental mapping skills. If a question requires students to construct or complete a map, any information required to do so is presented in stimulus material. Students are not required to rely on their own mental picture of an area to perform this task. A two-dimensional illustration of a globe may reflect either a side view or a top-down view of Earth. G-1A-H1 may be assessed either by multiple-choice or constructed-response items. Key Concepts: Compare or contrast various types of maps, for example: distribution (population, vegetation, climate, precipitation, natural resources) physical (landforms, bodies of water, elevation) political (state or national boundaries, major cities) historical or economic Interpret a map or representation of a globe to locate places, areas, or geographical features, including using the following map elements: map key (legend) and map symbols distance scale, compass rose, and cardinal or intermediate directions map projections time zones and the International Date Line latitude (parallels) and longitude (meridians, Prime Meridian) the equator, the hemispheres, and the North and South Poles GEE Assessment Guide 4-6 Social Studies Grade 11

8 Use a city map or a road map to plot a route from one place to another, or to identify the shortest route. Construct a map based on given narrative information. Add features to a map based on given narrative information, such as showing the location of key cities, major landforms, bodies of water, or battle sites. Analyze, interpret, and use information in a graph, chart, diagram, or graphic organizer. Construct a chart, diagram, or graphic organizer to display geographical information in an organized way. Construct a circle graph, bar graph, pictograph, or line graph to represent given data. B. Places and Regions Benchmarks Assessed G-1B-H1 G-1B-H2 G-1B-H3 G-1B-H4 determining how location and social, cultural, and economic processes affect the features and significance of places analyzing the ways in which physical and human characteristics of places and regions have affected historic events analyzing the various ways in which physical and human regions are structured and interconnected explaining and evaluating the importance of places and regions to cultural identity Assessment Limits: Testing of G-1B-H1 avoids overlap with testing of benchmarks G-1C-H2 and G-1D-H3 in regard to motivating factors for migration and settlement. For G-1B-H1 and G-1B-H2, all test items have a distinctly geographical emphasis to avoid overlap with benchmarks in the Economics and History strands. Test items involving both geographical concepts and recall of specific historical facts are keyed to the relevant History benchmark (rather than to G-1B-H2) and are in keeping with content limits regarding the historical eras eligible for GEE. G-1B-H1 and G-1B-H2 are particularly well suited for constructed-response items. Key Concepts: Analyze the distinguishing physical characteristics of a given place, for example: distance from the equator or the poles relationship between altitude and climate zones amount/type of precipitation vegetation GEE Assessment Guide 4-7 Social Studies Grade 11

9 borders coastlines time zones major bodies of water, major landforms (for example, mountains, islands) natural resources (for example, coal, oil, gold, silver, forests) Analyze the distinguishing human characteristics of a given place, for example: migration/immigration patterns settlement patterns land use (for example, agricultural, industrial) cultural diversity (for example, religion, language, customs, clothing) economic development and economic activities demography (for example, population centers, population density) Describe how location, topography, and other significant physical characteristics affect human activities (for example, plantation vs. subsistence farming). Draw conclusions about a place or area from its geographic and physical features. Examine the role of topology, climate, soil, vegetation, and natural resources in shaping the history of a region. Explain how location and physical features of places have influenced historical events, for example: cultural diffusion spread of religion major human migrations imperialism major wars and battles conflicts over natural resources religious conflicts, ethnic cleansing Distinguish regions in terms of the countries they comprise, using a map. Explain ways in which regional systems are interconnected (for example, interstate transportation and trade, interconnecting rivers and canals). Analyze world regions in terms of given characteristics (for example, climate zones, population density, natural resources, economic activities, time zones). Explain how physical or geographical characteristics (for example, mountain ranges, interconnecting waterways) facilitate or hinder regional interactions. Explain how technological advances have led to increasing interaction between regions (for example, use of satellites for monitoring and exploration). Analyze how human activities and physical characteristics of regions have led to regional labels (for example, Dust Bowl, New South, Sunbelt). Describe how physical and cultural characteristics give definition to a place or region (for example, the New South, Jerusalem as the home of three major world religions). GEE Assessment Guide 4-8 Social Studies Grade 11

10 C. Physical and Human Systems Benchmarks Assessed G-1C-H1 G-1C-H2 G-1C-H3 G-1C-H4 G-1C-H5 G-1C-H6 analyzing the ways in which Earth s dynamic and interactive physical processes affect different regions of the world determining the economic, political, and social factors that contribute to human migration and settlement patterns and evaluating their impact on physical and human systems analyzing trends in world population numbers and patterns and predicting their consequences analyzing the characteristics, distribution, and interrelationships of the world s cultures describing and evaluating spatial distribution of economic systems and how economic systems affect regions analyzing how cooperation, conflict, and self-interests impact social, political, and economic entities on Earth Assessment Limits: All category C items have a distinctly geographical emphasis to distinguish them from testing of related concepts in the Economics and History strands, especially in regard to G-IC-H5 (spatial distribution of economic systems and how they affect regions) and G-1C- H6 (concepts of international cooperation, conflict, and self-interests). For G-1C-H1, test items on the effects of physical processes do not overlap assessment of G-1D-H2 regarding environmental challenges to human systems. G-1C-H2 through G-1C-H5 are particularly well suited for constructed-response items. Key Concepts: Examine the physical effects of Earth-Sun relationships. Explain the movement of wind patterns across Earth, its relationship to ocean currents, and its climatic effects on various regions of the world. Examine the effects of a physical process (for example, erosion and depository processes, global warming, El Niño) on the natural environment or human life of an area. Describe physical processes that affect regions, for example: ocean currents, monsoons, hurricanes volcanic activity, plate tectonics, earthquakes, global warming erosion by water currents, flood, coastal storm, wind, or ice Characterize areas or regions in terms of the physical processes that affect them (for example, Pacific Ocean/ Rim of Fire, San Andreas fault) and related factors. GEE Assessment Guide 4-9 Social Studies Grade 11

11 Examine the effects of physical processes on the climate, land, land use, agriculture, health, and economic welfare of a country/region. Characterize, compare, or contrast past and present trends in human migration. Explain or assess the role of environmental changes, economic scarcity, conflict, political developments, cultural factors, and prosperity in human migration (for example, escape from persecution or famine, migration to the suburbs or to the U.S. Sunbelt). Explain how the physical environment provides opportunities or creates obstacles for human settlement. Examine social and cultural factors that influence settlement sites and the impact of migration and settlement on human systems. Analyze ways in which human migration and settlement have led to physical changes in the environment. Analyze push/pull factors contributing to migration and settlement patterns, for example: physical (for example, climate, soil, drought, famine, scarcity of natural resources) political (for example, war, oppression/persecution) socioeconomic (for example, unemployment rate, job opportunities, lifestyle change) Analyze patterns of urban development in an area or region. Compare, contrast, or analyze the distribution, growth rates, and other demographic characteristics of human populations in various countries/regions, for example: population size, density, growth birth rate, death rate infant mortality, life expectancy literacy rate, standard of living age, gender, religion, race/ethnicity Analyze or assess the current or future impact of population growth on the world (for example, in terms of natural resources, food supply, and standard of living). Analyze ways in which cultural characteristics can link or divide regions, or the distribution of cultural characteristics in an area of the world, for example: cultural diffusion, assimilation cultural diversity language, ethnic heritage, religion Describe migration and settlement patterns, for example: emigration/immigration (for example, New Immigration, boat people) internal migration (for example, urbanization, ghettos, migration to suburbs or the Sunbelt) Describe or assess the geographical distribution of economic systems. Characterize or distinguish between developed and developing countries. GEE Assessment Guide 4-10 Social Studies Grade 11

12 Assess ways in which varying degrees of economic development relate to differences in the quality of life in a region. Analyze ways in which the distribution of economic systems relates to regional tensions or regional cooperation (for example, North and South Korea). Analyze the role of differing points of view and national self-interest in disputes over territory and natural resources. Analyze the role of trade agreements, world trade, and dollar diplomacy in strengthening regional or international ties. Analyze regional issues and alliances in terms of common interests related to territory and resources. Assess the role of international organizations in promoting international cooperation related to natural resources, the environment, and wildlife. Identify important trade agreements, multinational entities, and international organizations, for example: North Atlantic Free Trade Agreement (NAFTA) General Agreement of Tariffs and Trade (GATT) Organization of Petroleum Exporting Countries (OPEC) Association of Southeast Asian Nations (ASEAN) European Union (EU) Peace Corps Greenpeace Red Cross D. Environment and Society Benchmarks Assessed G-1D-H1 G-1D-H2 G-1D-H3 G-1D-H4 G-1D-H5 describing and evaluating the ways in which technology has expanded the human capability to modify the physical environment examining the challenges placed on human systems by the physical environment and formulating strategies to deal with these challenges analyzing the relationship between natural resources and the exploration, colonization, settlement, and uses of land of different regions of the world evaluating policies and programs related to the use of natural resources developing plans to solve local and regional geographic problems related to contemporary issues Assessment Limits: G-1D-H2 through G-1D-H5 are particularly well suited for constructed-response items. GEE Assessment Guide 4-11 Social Studies Grade 11

13 Key Concepts: Identify technological advances that expanded human capacity to modify the environment (for example, steam, electric, and nuclear power; jet propulsion; telephone). Describe the significance of technological advances in relation to challenges posed by the physical environment. Describe challenges to human systems and activities posed by the physical environment, for example: areas prone to floods, earthquakes, or drought extremes of climate (for example, severe heat or cold, lack of precipitation) physical attributes (for example, deserts, wetlands, swamps, dead zones) acid rain, global warming, climate conditions (for example, El Niño) geographic isolation, landlocked borders, obstruction by mountain ranges challenges faced by island or archipelago nations limited natural resources (for example, sources of fresh water or energy) Describe the impact of natural processes and disasters on human systems. Identify, analyze, or evaluate strategies for dealing with environmental challenges, for example: infrastructure (for example, bridges, tunnels, canals, levees, dams, dikes, flood/sea walls) engineering (for example, extra protections against earthquakes) agriculture (for example, irrigation, terracing, hardy plants, multiple planting seasons) international efforts (for example, trade alliances, importation, humanitarian aid) human efforts to limit damage from natural disasters agricultural strategies used to cope with harsh climates or terrains Analyze the relationship between the discovery of natural resources in a region and human settlement patterns. Analyze the relationship between the development of natural resources in a region and regional variations in land use. Assess the ways in which unequal distribution of natural resources has led to exploration, colonization, and conflict. Analyze world or regional distribution of natural resources in terms of the need to import or the capacity to export. Analyze the relationship between a country s standard of living and its local or accessible natural resources (for example, the effects of oil or natural gas reserves in a region). Describe the impact/implications of scarcity of natural resources (for example, water shortage) or pollution of natural resources (for example, air, water). GEE Assessment Guide 4-12 Social Studies Grade 11

14 Assess the role of government in preserving natural resources and protecting the physical environment. Evaluate the effectiveness of policies and programs related to the conservation and use of natural resources, for example: conservation programs (for example, conserving water or electricity, recycling) antipollution measures and laws (for example, emission controls) land clearing, land reclamation, land use measures (for example, zoning laws) Tennessee Valley Authority (TVA), Environmental Protection Agency (EPA) Defend a position on an environmental issue involving conservation or the use of natural resources (for example, private vs. public interests regarding deforestation). Evaluate options for solving a local or regional problem involving physical processes or environmental challenges (for example, government aid to disaster areas, responsibility for bearing the cost of environmental cleanup). GEE Assessment Guide 4-13 Social Studies Grade 11

15 Strand C: Civics A. Structure and Purposes of Government Benchmarks Assessed C-1A-H1 C-1A-H2 C-1A-H3 C-1A-H4 C-1A-H5 C-1A-H6 C-1A-H7 analyzing the necessity and purposes of politics and government and identifying examples of programs that fit within those purposes comparing and evaluating the essential characteristics of various systems of government and identifying historical and contemporary examples of each explaining and evaluating issues related to the distribution of powers and responsibilities within the federal system explaining the organization and functions of local, state, and national governments and evaluating their relationship evaluating the role and importance of law in the American political system and applying criteria to evaluate laws examining the major responsibilities of the national government for domestic and foreign policy explaining how government is financed through taxation Assessment Limits: For C-1A-H1, the concept general welfare shall be understood to include economic purposes of government (for example, promoting economic prosperity, per E-1A-H6). For C-1A-H2, test items may address forms of government but do not address types of economic systems (for example, capitalism, socialism). Types of economic systems are assessed under Economics benchmark E-1A-H4. Also for C-1A-H2, examples of historical and contemporary forms of government respect the content limits for World Geography and World History to the extent possible. Nevertheless, students are expected to know the form of government of major nations studied, particularly those of strategic interest to the United States. For C-1A-H6, items assess the individuals and groups responsible for implementing and developing foreign policy; they do not require knowledge of policies adopted at specific times in history. Historical policies are assessed under the History strand (in H-1B-H10, H-1B-H14, H-1B-H18, or H-1C-H15). For C-1A-H7, test items focus on types of taxes and uses of tax dollars, but do not duplicate assessment of Economics benchmark E-1B-H3 (impact of taxation on various groups). GEE Assessment Guide 4-14 Social Studies Grade 11

16 Benchmark C-1A-H5 is assessed only with a constructed-response item. Stimulus material may include excerpts from the U.S. Constitution or amendments, primary or secondary source documents, examples of laws or court rulings, diagrams or charts, political cartoons, scenarios, or other narrative material. Key Concepts: Analyze ways in which government upholds justice (individual rights), promotes domestic tranquility (social order), provides for common defense (security), supports general welfare (the common good), and advances liberty and economic prosperity. Identify programs, institutions, and activities that fulfill a given governmental or political purpose (for example, the court system, the military, revenue sharing, block grants). Compare or contrast various forms of government in terms of defining characteristics, for example: unlimited vs. limited government direct democracy indirect democracy (republic, parliamentary) oligarchy monarchy (absolute, constitutional) dictatorship Evaluate various forms of government and explain how these forms of government would handle a given social, economic, or political issue. Identify terms used to discuss the political spectrum, for example: right wing, left wing reactionary, conservative, moderate, liberal, radical, independent hawk, dove Identify historical examples of various forms of government among nations that have been significant in U.S. history (for example, absolute monarchy in England or France, dictatorship in Mussolini s Italy, constitutional monarchy in pre-1979 Iran). Identify examples of various forms of government among nations (for example, Iraq, North Korea) important to current U.S. strategic interests. Explain the distribution of powers and responsibilities of the U.S. federal government. Explain limits on government in the U.S. federal system, for example: checks and balances separation of powers federalism judicial review supremacy clause line item veto amendments impeachment customs and traditions GEE Assessment Guide 4-15 Social Studies Grade 11

17 Categorize governmental powers as delegated, reserved, concurrent, or implied (necessary and proper/elastic clause). Identify powers denied to federal or state governments by the U.S. Constitution. Analyze or assess issues related to the distribution of powers at the federal level (for example, why certain provisions of the U.S. Constitution may result in tensions among the three branches of government). Explain the structure and functions of the three branches of the federal government (executive, legislative, judicial), for example: president, vice president, cabinet Congress Supreme Court, district court, court of appeals regulatory and independent agencies Explain the intent of the 20th, 22nd, and 25th Amendments to the U.S. Constitution. Cite the roles/duties, qualifications, and terms of office for key elected and appointed officials at both the state and national level. Explain the structure and functions of state and local governments: state government: governor lieutenant governor attorney general legislature state court system parish government: district attorney district court, clerk of court sheriff police jury/parish council assessor coroner ward/precinct parish seat city/local government: mayor city council city manager commission plan Discuss the advantages and disadvantages of various types of local governments. Examine constitutional provisions concerning the relationship between federal and state governments. Explain how a bill becomes a law at the federal or state level. GEE Assessment Guide 4-16 Social Studies Grade 11

18 Analyze or assess the role of law in the American political system, for example: establishing limits on those who govern and on the governed protecting individual liberties and rights of the accused promoting social order and the common good Analyze or assess the importance of law in American society in regard to a given issue (for example, assess the argument that Americans rely too much on the legal system to solve problems that could be solved by other means). Examine ways in which unalienable rights are protected by the Constitution through judicial review and due process of law. Evaluate a specific law or court ruling on given criteria. Examine the meaning, implications, or applications of the 5th and 14th Amendments (for example, regarding self-incrimination, double jeopardy, due process of law). Explain concepts as they relate to the implementation of foreign policy, for example: diplomatic recognition international organizations human rights interdependence balance of trade trade deficit economic sanction Characterize or analyze responsibilities of the federal government for domestic and foreign policy. Explain the roles/duties of the Congress, the president, and the judiciary in regard to foreign affairs. Explain the roles of the National Security Council, the Joint Chiefs of Staff, and the secretary of state in forming or carrying out foreign policy. Explain the nature of proportional, progressive, and regressive taxes, and identify key examples of each type (for example, income tax, sales tax). Explain how government is financed through taxation, including the major sources of tax revenues at the federal, state, and local levels. Identify major sources of government revenue and relate taxes to other forms of revenue (for example, fines, licenses, user fees, borrowing). Analyze or evaluate various uses of tax dollars (for example, in terms of public need for services vs. the public reaction to taxation). Explain the intent of the 16th and 24th Amendments to the U.S. Constitution. Use the rules of taxation (ability, equity, ease of payment, convenient times to pay) to analyze or evaluate a given tax practice. GEE Assessment Guide 4-17 Social Studies Grade 11

19 Define these terms as they relate to the structure and purposes of government: charter proposition home rule ordinance warrant extradition B. Foundations of the American Political System Benchmarks Assessed C-1B-H1 C-1B-H2 C-1B-H3 C-1B-H4 C-1B-H5 C-1B-H6 analyzing the central ideas and historical origins of American constitutional government and evaluating how this form of government has helped to shape American society explaining basic democratic beliefs and principles of constitutional democracy in American society and applying them to the analysis of issues of conflicting beliefs and principles analyzing the nature of American political and social conflict evaluating issues related to the differences between American ideals and the realities of American social and political life evaluating the roles of political parties, campaigns, and elections in American politics analyzing the historical and contemporary roles of associations and groups in local, state, and national politics Assessment Limits: Benchmark C-1B-H4 is assessed only with a constructed-response item. Benchmarks C-1B-H2 through C-1B-H5 are particularly well suited to constructedresponse items. Stimulus material may include excerpts from historical documents or other political material that shaped American society (for example, from a campaign platform, campaign speech, political essay, news story, editorial, or court case). Key Concepts: Analyze the significance of the Magna Carta, English common law, and the English Bill of Rights in influencing the creation of limited government in the United States. Explain how European philosophers helped shape American democratic ideas, for example: Rousseau s natural rights of man Locke s social contract Montesquieu s three branches of government Voltaire s freedom of speech and press GEE Assessment Guide 4-18 Social Studies Grade 11

20 Explain the role of compromises and plans related to the development of constitutional government in the United States, for example: bicameral plans Virginia Plan New Jersey Plan Great (Connecticut) Compromise Commerce Compromise Three-Fifths Compromise Presidential Compromise (Electoral College) Analyze central ideas in an American historical document ( for example, Bill of Rights, Mayflower Compact, Declaration of Independence, Articles of Confederation, Gettysburg Address, or the U.S. Constitution). Explain the significance of various documents in shaping the ideas found in the U.S. Constitution, for example: Magna Carta English Bill of Rights Mayflower Compact Declaration of Independence Articles of Confederation Federalist Papers Identify the author or title of a significant historical document from an excerpt. Interpret, analyze, or apply ideas presented in a given excerpt from any political document or material (for example, a speech, essay, editorial, or court case). Explain the meaning and importance of principles of U.S. constitutional democracy in American society, for example: federal union separation of powers checks and balances consent of the governed popular sovereignty due process of law individual liberties Assess the importance of the U.S. Constitution as the supreme law of the land. Describe ways in which the constitutional government of the United States has helped shape American society. Apply principles of constitutional democracy to instances of conflicting beliefs or principles within American society, or between American and foreign societies (for example, individual rights, human rights, affirmative action, immigration quotas). Discuss discrepancies between American ideals and social/political realities of life (for example, equality vs. prejudice, consent of the governed vs. citizen apathy). GEE Assessment Guide 4-19 Social Studies Grade 11

21 Analyze a given example of an American political or social conflict, or state and defend a position on the issue, for example: right of the public to know vs. need for national security right to property vs. protection of the environment positions on capital punishment/death penalty Explain these terms as they relate to the election process: primary election, general election run-off election secret (Australian) ballot party platform Explain the two-party system and assess the role of third parties in the election process. Examine the role of political parties in the U.S. political system. Assess the significance of campaigns, elections, the Electoral College, national party conventions, and the U.S. census in the American political system. Evaluate the role of the media and public opinion in American politics. Analyze the use and effects of propaganda or persuasive techniques, for example: bandwagon testimonial/endorsement plain folks card stacking transfer/association glittering generalities name calling Explain the role of lobbyists and political action committees (PACs). Explain historical or contemporary roles of special interest groups and associations in U.S. and Louisiana politics (for example, NAACP, ACLU, AARP, NRA, MADD, LABI, tobacco lobby, public interest research groups). GEE Assessment Guide 4-20 Social Studies Grade 11

22 C. International Relationships Benchmarks Assessed C-1C-H1 C-1C-H2 C-1C-H3 analyzing how the world is organized politically and evaluating how the interaction of political entities, such as nation-states and international organizations, affects the United States analyzing the major foreign policy positions of the United States and evaluating their consequences evaluating the impact of American ideas and actions on the world and analyzing the effects of significant international developments on the United States Assessment Limits: Test items in category C focus on general concepts or principles and on current events. Some may entail historical contexts consistent with eras eligible for testing under the History strand. Items calling for specific historical knowledge are keyed to a benchmark in the History strand, rather than to a benchmark in category C. For example, items on historical U.S. foreign policy positions are keyed to a relevant History benchmark. For C-1C-H2, test items on the consequences of major U.S. foreign policy positions do not address effects of domestic policies on international trade (see E-1B-H5). For C-1C-H3, test items on international economic developments do not overlap assessment of Economics benchmark E-1B-H4. Key Concepts: Examine the political divisions of the world and factors that contribute to those divisions. Analyze or assess the various ways that nation-states interact, for example: trade treaty (political, economic, military) diplomacy summit meetings embassies, ambassadors conflicts Explain, analyze, or assess the role of the United Nations or other international organizations in political interactions and conflicts. Analyze ways in which the interactions of nation-states or international organizations (for example, NATO, EU, UN, OPEC) affect the United States. Explain how domestic policies and constitutional principles of the United States affect its relations with the world. GEE Assessment Guide 4-21 Social Studies Grade 11

23 Examine the means by which the United States upholds national security, protects its economic welfare and strategic interests, and attains its foreign policy objectives (for example, aid, sanctions, embargo, treaties). Explain various foreign policy positions of the United States, for example: isolationism protectionism neutrality strategic interests national security peacekeeping foreign aid (humanitarian, economic, or military), Marshall Plan Washington s Farewell Address, Monroe Doctrine, Truman Doctrine Assess the extent to which a given U.S. foreign policy position has helped or hindered the United States relations with the rest of the world, for example: implementing a trade embargo enacting the North American Free Trade Agreement (NAFTA) responding to terrorist threats defending human rights Evaluate the role of the United States as a peacekeeper in foreign affairs. Characterize or analyze foreign policy issues or positions in a given description (for example, in a news article or editorial). Describe principal economic, technological, and cultural effects the United States has had on the world. Examine ways in which ideas, actions, and problems of other nations (for example, breakup of the Soviet Union, conflicts in the Middle East) impact the United States. D. Roles of the Citizen Benchmarks Assessed C-1D-H1 C-1D-H2 C-1D-H3 C-1D-H4 evaluating and defending positions on issues regarding the personal, political, and economic rights of citizens evaluating and defending positions regarding the personal and civic responsibilities of citizens in American constitutional democracy explaining and evaluating the various forms of political participation that citizens can use to monitor and shape the formation and implementation of public policy analyzing and evaluating the importance of political leadership, public service, and a knowledgeable citizenry to American constitutional democracy GEE Assessment Guide 4-22 Social Studies Grade 11

24 Assessment Limits: All benchmarks in category D may be tested either by multiple-choice or constructedresponse items. Key Concepts: Explain ways in which a person can become a U.S. citizen (for example, birth, naturalization). Distinguish between personal, political, and economic rights of citizenship, for example: personal rights (gun control, doctor-assisted suicide) economic rights (right to work, minimum wage, equal opportunity) political rights (due process, minimum voting age) Evaluate a given situation or issue in terms of the personal, political, or economic rights of citizens. Examine the scope and limits of a particular right of citizenship. Examine the importance of various rights of citizenship to the individual or to society at large (for example, the right to vote). Analyze or discuss an amendment or law concerning the rights of citizens in terms of its effect on public policy or American society, for example: amendments concerning suffrage (15th, 19th, 23rd, 24th, and 26th) amendments concerning civil rights Americans with Disabilities Act (ADA) Explain and defend a position on an issue involving the rights of citizens. Distinguish between personal and civic responsibilities. Examine or assess the importance of various responsibilities of citizenship to the individual or to society, for example: voting paying taxes jury duty civic participation public service obeying the law military service/registering with Selective Service Formulate opinions concerning civic duties vs. personal interests. Evaluate a given situation or issue in terms of the responsibilities of citizens. Explain and defend a position on an issue involving a responsibility of citizens. Discuss the importance of political leadership to American society, and examine ways in which citizens can exercise leadership. Characterize examples of public service, and discuss the importance of public service to American society (for example, volunteering). GEE Assessment Guide 4-23 Social Studies Grade 11

25 Characterize or explore various forms of political participation, for example: contributing time/money to a campaign running for office campaigning for candidates signing petitions participating in peaceful demonstrations (or other forms of civil disobedience) joining/supporting a special interest group attending political conventions participating in public hearings/town meetings keeping informed on public issues Assess the value of being knowledgeable about public affairs. Evaluate the claim that American constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry. Evaluate the role of patriotism in the preservation of American constitutional democracy. GEE Assessment Guide 4-24 Social Studies Grade 11

26 Strand E: Economics A. Fundamental Economic Concepts Benchmarks Assessed E-1A-H1 E-1A-H2 E-1A-H3 E-1A-H4 E-1A-H5 E-1A-H6 E-1A-H7 E-1A-H8 analyzing the impact of the scarcity of productive resources and examining the choices and opportunity cost that result analyzing the roles that production, distribution, and consumption play in economic decisions applying the skills and knowledge necessary in making decisions about career options comparing and evaluating economic systems explaining the basic features of market structures and exchanges analyzing the roles of economic institutions, such as corporations and labor unions, that compose economic systems analyzing the roles of money and banking in an economic system applying economic concepts to understand and evaluate historical and contemporary issues Assessment Limits: Benchmark E-1A-H3 is reflected on every test form (that is, tested in some way in every assessment cycle). Testing of E-1A-H8 does not require independent knowledge of economic conditions or changes in U.S. or world history. Any such knowledge would be tested under the History strand (in H-1B-H12, H-1B-H15, or H-1C-H15). Benchmarks E-1A-H2, E-1A-H3, E-1A-H7, and E-1A-H8 are particularly well suited for constructed-response items. Key Concepts: Analyze situations involving scarcity to determine the impact or implications of insufficient resources to satisfy all needs and wants. Analyze economic choices/decisions in terms of incentives, benefits, costs (including marginal costs), trade-offs, or consequences. Analyze an economic choice at the personal, family, or societal level to identify its opportunity cost. Explain the interdependence of resources and the availability of products in a free enterprise system. GEE Assessment Guide 4-25 Social Studies Grade 11

27 Explain the role of resources in the production of goods and services: natural resources capital resources human resources (including human capital) Analyze choices and decisions related to the four basic economic questions (what to produce, how to produce it, how much to produce, and who gets what is produced). Analyze actions or conditions that increase productivity or output of the economy, for example: providing labor with additional capital goods division of labor and specialization technological change Define productivity and characterize the relationship between productivity and standard of living. Examine the role of marketing and channels of distribution in economic decisions. Evaluate various careers in terms of availability, educational and skill requirements, salary and benefits, and intrinsic job satisfaction. Explain the skills, knowledge, talents, personal characteristics, and efforts likely to enhance prospects of success in finding a job in a particular field. Explain the types of jobs important to meeting the needs of Louisiana industries in an information-based society. Characterize or compare various types of economic systems in terms of ownership/ control of the means of production and distribution, determination of wages and prices, economic decision making, etc.: capitalism (free enterprise), market system traditional system command economy mixed system Evaluate economic systems in terms of their ability to achieve given social goals (for example, freedom, equity, efficiency, security, growth). Explain or compare/contrast features of various market structures, for example: pure competition oligopoly monopolistic competition monopoly Cite the advantages and disadvantages of a given market structure. Examine the role of government as producer, employer, and consumer in economic systems. Explain or analyze the effects of competition on producers and consumers; for example: competition among sellers results in lower prices and profit levels competition among buyers results in higher prices for the product GEE Assessment Guide 4-26 Social Studies Grade 11

28 Explain factors affecting level of competition in a market, for example: number of buyers and sellers profit motive collusion among buyers or sellers presence of cartels Characterize or analyze the role of various institutions in economic systems, for example: banks in increasing the money supply by making loans government in promoting economic growth or stable prices labor unions and labor or management actions on productivity multinational corporations stock market businesses (for example, corporations, partnerships, individual proprietorships, cooperatives) Explain various terms as they relate to labor unions, for example: labor contract, negotiation open/closed shop slowdown, strike right to strike, right to work laws lockout injunction scab Analyze the importance of labor-management relations and the effects of given labor and management practices on productivity or business profitability. Examine the economic consequences of actions related to labor unrest (for example, slowdown, strike, lockout), including effects on production/productivity levels. Compare and contrast characteristics of various forms of business ownership. Explain ways in which businesses have changed to meet rising production costs or to compete more effectively in a global market. Analyze or evaluate a given issue or situation as an example of a particular fundamental economic principle. Analyze information about a current economic system undergoing change from a largely command or traditional system to a more mixed system (for example, Eastern European countries, China, or other developing economies). Define the following fundamental economic concepts: economic incentives economic self-interest profit risk forms of exchange (that is, barter and money) GEE Assessment Guide 4-27 Social Studies Grade 11

29 B. Individuals, Households, Businesses, and Governments Benchmarks Assessed E-1B-H1 E-1B-H2 E-1B-H3 E-1B-H4 E-1B-H5 E-1B-H6 identifying factors that cause changes in supply and demand analyzing how changes in supply and demand, price, incentives, and profit influence production and distribution in a competitive market system analyzing the impact of governmental taxation, spending, and regulation on different groups in a market economy analyzing the causes and consequences of worldwide economic interdependence evaluating the effects of domestic policies on international trade analyzing Louisiana s role in the national and world economies Assessment Limits: For E-1B-H4, test items on worldwide economic interdependence do not overlap testing of World History benchmark H-1C-15. Testing of E-1B-H4 and E-1B-H5 does not require independent knowledge of specific historical or contemporary facts, such as specific domestic policies or international trade practices. Rather, test items require general understanding or application of these concepts in a given situation or context. Testing of E-1B-H3 is limited to the impact of governmental taxation, spending, and regulation on a market economy in general, or their differential impact on various groups. Effects of fiscal policy and regulation in the U.S. economy are covered under category C (see E-1C-H4). Distinguishing among different types of taxes is assessed under Civics benchmark C-1A-H7. E-1B-H3 through E-1B-H6 are particularly well suited for constructed-response items. Key Concepts: Interpret a supply curve or a demand curve. Explain, analyze, or apply principles of supply and demand, including concepts of price, incentives, and profit, for example: how a change in supply or demand affects a product s price as price goes up, quantity demanded decreases or quantity supplied increases as price decreases, quantity demanded increases or quantity supplied decreases GEE Assessment Guide 4-28 Social Studies Grade 11

30 Identify factors that cause changes in supply or demand for a product, for example: changes in consumer preferences or income levels, or change in prices of related products (complements, substitutes) affecting demand changes in number of producers, production costs, or prices of inputs the effect of changes in technology on supply degree of competition among producers or buyers affecting supply and demand Apply the concepts of inelastic and elastic supply and demand. Explain the concept of equilibrium price. Analyze the circular flow of goods, services, and money payments from a diagram. Explore the role of the factors of production in the economy: land labor capital entrepreneurship Examine factors affecting the production and allocation of goods and services, and characterize their effects, for example: incentive, profit, risk price, relative price capital investment supply and demand consumption vs. saving entrepreneurship Analyze the uniform or differential impact of a given tax policy or government spending practice on individuals and businesses in a market economy, for example: income tax, sales tax, excise taxes, Social Security tax shifting resources from the private to the public sector or vice versa spending programs targeting a particular income group, business sector, or business activity Analyze the impact of given tax exemptions or credits on individuals and businesses (for example, tax deduction for interest paid on a home mortgage, tax incentives for business development). Analyze the impact of either proportional or progressive taxation on society (for example, the redistribution of income). Examine the worldwide exchange of goods and services in terms of its effect in increasing global interdependence and global competition. Explain the relationship between economic interdependence and standard of living. Examine the fundamental concept of the value of currency/foreign exchange and its role in a global economy. GEE Assessment Guide 4-29 Social Studies Grade 11

31 Analyze the effects of governmental action/intervention in a market economy, for example: taxation government spending antitrust laws, consumer protection laws regulation/deregulation of industry distribution of income economic growth competition, monopoly merger, acquisition Explain or analyze the causes of global economic interdependence, for example: imports and exports trade agreements trade surplus trade deficit balance of trade value of currency foreign exchange specialization Explain how the economy of one country can affect the economies of other countries or the balance of trade among nations. Explain the role of the International Monetary Fund (IMF) in supporting world economies. Assess international differences in resources, productivity, and prices, and analyze their relationship to international trade. Analyze or assess ways in which economic trends affect international trade policy. Explain reasons why nations often restrict free trade. Evaluate the effects of various barriers to free trade among nations (for example, tariffs/duties, quotas). Argue a position on the issue of free trade vs. protectionism. Evaluate the role and importance of Louisiana ports in the national economy. Analyze the value or impact of Louisiana products in the world market. GEE Assessment Guide 4-30 Social Studies Grade 11

32 C. The Economy as a Whole Benchmarks Assessed E-1C-H1 E-1C-H2 E-1C-H3 E-1C-H4 explaining the meanings of such economic indicators as GDP, per capita GDP, real GDP, CPI, and unemployment rate explaining how interest rates, investments, and inflation/deflation impact the economy analyzing the causes and consequences of unemployment, underemployment, and income distribution in a market economy explaining the basic concepts of United States fiscal policy, monetary policy, and regulations and describing their effects on the economy Assessment Limits: E-1C-H3 and E-1C-H4 are particularly well suited for constructed-response items. Benchmark E-1C-H3 is reflected on every test form (that is, tested in some way in every assessment cycle). For E-1C-H1, test items do not assess Gross National Product (GNP), as this measure is less commonly used than GDP. For E-1C-H4, test items on fiscal policy and regulation do not overlap assessment of benchmark E-1B-H3. Key Concepts: Explain the meaning and use of various economic indicators or their implications as measures of economic well-being, for example: Gross Domestic Product (GDP) per capita GDP, real GDP Consumer Price Index (CPI) stock market indices rate of inflation unemployment rate per capita income interest rate value of currency foreign exchange rate Relate economic indicators in describing the health of an economy. Interpret various economic indicators used in a chart, graph, table, or news article. Draw conclusions about two different economies based on given economic indicators. GEE Assessment Guide 4-31 Social Studies Grade 11

33 Characterize inflation and deflation as a sustained increase or decrease in average price levels of an entire economy, and explain reflections in the Consumer Price Index. Explain the impact of inflation and deflation on individuals, nations, and the world. Describe the effects of interest rates on businesses and consumers. Predict the consequences of investment decisions made by individuals, businesses, and governments. Explain various causes and consequences of unemployment in a market economy, for example: available jobs lack of work experience, training, or skills labor force immobility employment discrimination minimum wage costs/benefits of looking for a job Analyze regional, national, or demographic differences in rates of unemployment. Analyze the relationship between the business cycle and employment. Explain the causes and analyze the consequences of underemployment. Explain factors contributing to unequal distribution of income in a market economy. Interpret a chart/graph displaying various income distributions (for example, in the United States vs. a third world nation). Examine the socioeconomic impact of unequal distribution of income (income disparity) in the distribution of wealth in a market economy. Distinguish monetary policy (policies that change the supply of money in an economy) from fiscal policy (government spending and taxation policies). Identify and describe various fiscal policies, for example: government spending government revenue taxation programs balanced budget budget deficit/surplus national debt Identify and describe various monetary policies, for example: banking money supply availability of credit bank reserves loans, interest rates Explain the goals of U.S. fiscal and monetary policy (for example, promoting price stability, maximum employment, and economic growth). GEE Assessment Guide 4-32 Social Studies Grade 11

34 Explain the role the Federal Reserve System (the FED) as the central banking system of the United States. Explain the purpose of the Federal Deposit Insurance Corporation (FDIC). Distinguish between interest rates charged by the Federal Reserve (discount rate) and by commercial banks (for example, prime rate). Analyze the effects of a given fiscal or monetary policy on the U.S. economy (for example, leading to change in the availability of credit, or affecting the national debt). Explain the role of regulatory agencies in the U.S. economy, for example: Federal Trade Commission (FTC) Environmental Protection Agency (EPA) Consumer Protection Agency (CPA) Securities and Exchange Commission (SEC) Examine examples of U.S. regulations and their effects on the U.S. economy. GEE Assessment Guide 4-33 Social Studies Grade 11

35 Strand H: History United States History Note: Multiple-choice test items requiring knowledge of U.S. History are limited to Eras 6 9. This restriction designates separate domains of content for the grade 11 and grade 8 tests. Moreover, the restriction gives the GEE a more concentrated focus on eras studied in depth at the high school level. Eras 1 5 (those targeted for mastery by grade 8) may be reflected in either multiple-choice or constructed-response items on the GEE, but only as context or as the subject of stimulus material for items measuring conceptual understanding or application of skills. Even for concepts/skills assessment, the large majority of U.S. History items are related to Eras 6 9 in keeping with instructional emphasis at the high school level. World History Note: World History is more tightly restricted because it is an elective course one of three options (along with World Geography and Western Civilization) for fulfilling current graduation requirements. To ensure that all students are properly prepared for GEE, World History knowledge is required in multiple-choice items only in regard to Eras 8 and 9. Benchmarks for these eras are the ones most easily integrated into U.S. History, which all students must study. Multiple-choice or constructed-response items assessing concepts or skills may reflect any of Eras 6 9. A. Historical Thinking Skills Benchmarks Assessed H-1A-H1 H-1A-H2 H-1A-H3 H-1A-H4 H-1A-H6 applying key concepts, such as chronology and conflict, to explain and analyze patterns of historical change and continuity explaining and analyzing events, ideas, and issues within a historical context interpreting and evaluating the historical evidence presented in primary and secondary sources utilizing knowledge of facts and concepts drawn from history and methods of historical inquiry to analyze historical and contemporary issues analyzing cause-effect relationships Assessment Limits: H-1A-H5 (conducting research in efforts to analyze historical questions and issues) is not assessed on GEE. GEE Assessment Guide 4-34 Social Studies Grade 11

36 Generally, benchmarks for Historical Thinking Skills (category A) are not directly assessed. Although the skills may be needed to answer a test item, the question is usually keyed to a benchmark in one of the other History categories. If a question applies key concepts such as chronology, continuity, or change to events that span more than one historical Era or more than one History benchmark, the item is keyed to H-1A-H1. Items requiring use of primary or secondary source material are keyed to another History benchmark, rather than to H-1A-E3. A test item requiring cause-effect analysis is keyed to the benchmark for the relevant historical era, rather than to H-1A-H6. Similarly, any item calling for historical explanation or analysis is keyed to a benchmark for the relevant era, rather than to H-1A-H2. H-1A-H4, however, may be the primary focus of either a multiple-choice or a constructed-response item. Key Concepts: Design or utilize a timeline in addressing a specific historical period. Chronologically organize major events and leading figures in U.S. or world history. Compare historical periods or historical conflicts in terms of similar issues, actions, or trends. Contrast past and present events or ideas, demonstrating awareness of differing political, social, or economic context. Analyze change or continuity over time (for example, cultural changes over a given period) based on information in stimulus material. Examine multiple perspectives on a historical issue or event. Analyze the point of view of a historical figure or group. Analyze or interpret a given historical event, idea, or issue. Defend a point of view on a historical issue or event, with supporting evidence drawn from stimulus material. Utilize given primary or secondary material to interpret historical facts, ideas, or issues. Determine alternative courses of action to address a historical or contemporary issue. Analyze or evaluate alternative courses of action in terms of positive and negative implications or consequences. Analyze or evaluate the credibility of a given historical treatise in terms of its source, unstated assumptions, etc. Analyze source material to distinguish opinion/propaganda from fact, or to identify persuasive techniques. GEE Assessment Guide 4-35 Social Studies Grade 11

37 Interpret a political cartoon depicting a historical event, issue, or perspective. Interpret or analyze historical data in a map, table, or graph to illuminate historical factors or trends (including applying necessary mathematical skills). Analyze causes or effects (or explore cause-effect relationships) in historical and contemporary events. B. United States History Benchmarks Assessed Era 6: The Development of the Industrial United States ( ) H-1B-H6 analyzing the development of industrialization and examining its impact on American society H-1B-H7 describing the immigration and internal migration patterns that have occurred in the history of the United States and examining the cultural and social changes that have resulted Era 7: The Emergence of Modern America ( ) H-1B-H8 evaluating the significance of the Progressive Movement H-1B-H9 H-1B-H10 H-1B-H11 analyzing the rise of the labor and agrarian movements explaining the changing role of the United States in world affairs through World War I analyzing the significant changes that evolved in the United States between World War I and the Great Depression Era 8: The Great Depression and World War II ( ) H-1B-H12 analyzing the causes, developments, and effects of the Great Depression and the New Deal H-1B-H13 analyzing the origins, course, and results of World War II Era 9: Contemporary United States (1945 to the Present) H-1B-H14 examining and summarizing key developments and issues in foreign and domestic policies during the cold war era H-1B-H15 H-1B-H16 H-1B-H17 H-1B-H18 analyzing the economic, political, social, and cultural transformation of the United States since World War II explaining the major changes that have resulted as the United States has moved from an industrial to an information society analyzing developments and issues in contemporary American society discussing and demonstrating an understanding of recent developments in foreign and domestic policies GEE Assessment Guide 4-36 Social Studies Grade 11

38 Assessment Limits: GEE requires knowledge of U.S. history only in relation to benchmarks in Eras 6 9 (see H-1B-H6 through H-1B-H18 listed above). These benchmarks alone are eligible for multiple-choice items demanding recall of historical facts or details. For H-1B-H8, test items on reform measures do not duplicate assessment of the Civics strand. For H-1B-H12, items on socioeconomic conditions during the Great Depression do not overlap assessment of Economics benchmarks E-1C-H1 or E-1C-H2, which entail indicators of a healthy economy in general. Test items on World War I, World War II, and the cold war take a distinctly American perspective, so as not to overlap their treatment under World History (category C). Benchmarks H-1B-H2, H-1B-H3, and H-1B-H17 are particularly well suited for constructed-response items. Test items may require students to apply historical thinking skills to events and issues from Eras 1 5. Key Concepts: Era 6: The Development of the United States ( ) Examine the causes of industrialization and analyze its impact on production and business structures in the United States. Explain these terms as they relate to the development of the United States: robber barons assembly line corporation industrial giants Describe the emergence of big business and explain how it changed American society in the late 1800s. Identify and describe the accomplishments of industrial giants, for example: Cornelius Vanderbilt Andrew Carnegie John D. Rockefeller J. P. Morgan Identify important inventors and describe the significance of their inventions (for example, Alexander Graham Bell, Thomas Edison). Explain or analyze the changing relationship between the federal government and private industry (for example, Sherman Anti-Trust Act, Interstate Commerce Commission). Examine the phases, geographic origins, and motivations behind mass immigration to the United States. GEE Assessment Guide 4-37 Social Studies Grade 11

39 Explain or analyze how immigration precipitated the urbanization of America and discuss its impact (for example, on housing, political structures, and public health). Explain the following terms as they relate to immigration: Ellis Island, Statue of Liberty Chinese Exclusion Act melting pot urbanization ghettos, tenements Analyze the impact of legislation, technological developments, and economic policies on established social and migratory groups in the settlement of western United States (for example, the Dawes Act). Era 7: The Emergence of Modern America ( ) Assess the role of the media, political leaders, and intellectuals in raising awareness of social problems among Americans in the United States, for example: Teddy Roosevelt William Howard Taft Woodrow Wilson Jane Addams Carrie Chapman Catt Thomas Nast Upton Sinclair Ida Tarbell Identify and describe various reform measures, for example: Australian ballot direct primary initiative, referendum, recall Amendments 16, 17, 18, 19 Pure Food & Drug Act, Meat Inspection Act Federal Reserve Act Clayton Act Federal Trade Commission Prohibition Evaluate aspects of the Progressive Movement in terms of its goals and resulting accomplishments. Describe problems facing farmers and laborers, the ways they sought to enact change, and the responses of the government and business community, for example: Agrarian movement Populist Party Grangers American Federation of Labor Samuel Gompers Eugene V. Debs GEE Assessment Guide 4-38 Social Studies Grade 11

40 Explain these political and economic concepts as they relate to the South during this Era, for example: sharecropping, tenant farming Solid South Jim Crow laws Plessy v. Ferguson Booker T. Washington W. E. B. DuBois George Washington Carver Explain the following terms in regard to the emergence of American foreign policy: Open Door Policy dollar diplomacy Roosevelt Corollary to the Monroe Doctrine Big Stick policy neutrality Describe the U.S. policy of imperialism and how it increased U.S. involvement in world affairs, for example: annexation of Hawaii involvement in the Spanish-American War construction of the Panama Canal acquisition of protectorates (for example, Philippines, Guam, Puerto Rico) Explain the significance of the term yellow journalism. Examine the causes of World War I and the events that compelled U.S. involvement (see World History key concepts in category D for more details). Describe significant elements in the course of World War I, including the home front, for example: Zimmermann Note submarine warfare Allied Powers/Big Four Bolshevik Revolution (Lenin) Armistice Selective Service financing the war patriotic activities mobilization Identify the role of key U.S. leaders during World War I (for example, Teddy Roosevelt, Woodrow Wilson, John J. Black Jack Pershing). Explain the consequences of World War I in terms of changes in U.S. foreign and domestic policy (for example, disillusionment with involvement in foreign affairs, debt default, immigration). Summarize the major events and accomplishments of the presidencies of Warren G. Harding, Calvin Coolidge, and Herbert Hoover. GEE Assessment Guide 4-39 Social Studies Grade 11

41 Describe the characteristics of the 1920s and the cultural changes that resulted, for example: Great Red Scare (1919 ) Sacco and Vanzetti trial racism, prejudice phonograph Scopes trial radio immigration quotas airplane: Roaring 20s Wright brothers jazz Charles Lindbergh organized crime automobile political scandals Model T women s rights Henry Ford Harlem Renaissance: assembly line Langston Hughes mass production Countée Cullen agricultural depression talkies installment buying Palmer Raids protective tariffs Examine U.S. domestic and foreign policies of the 1920s (for example, Fourteen Points, League of Nations, Treaty of Versailles). Era 8: The Great Depression and World War II ( ) Explain the results of the presidential election of Analyze the causes of the Great Depression and its impact on American society, for example: overproduction overspeculation/underconsumption protective tariffs unequal distribution of income psychological causes: pessimism, panic stock market crash Describe various aspects of the New Deal, for example: first 100 days relief, recovery, and reform programs (for example, TVA, WPA, CCC, AAA, SSA, FDIC) fireside chats FDR, Eleanor Roosevelt, Frances Perkins Huey Long Black Cabinet Brain Trust Evaluate the expanding role of government as a result of the Great Depression and the New Deal, and assess the effects of the New Deal legislation, for example: Amendments 20, 21 Good Neighbor Policy Supreme Court packing plan GEE Assessment Guide 4-40 Social Studies Grade 11

42 Describe conditions that precipitated the outbreak of World War II (see World History key concepts in category D for more details). Describe U.S. foreign policy leading up to World War II, for example: isolation, neutrality, involvement Neutrality Acts lend/lease cash/carry Explain the course of events that led to U.S. entry into World War II, and trace the course of the war, for example: Pearl Harbor island hopping atomic bomb Describe the effects of World War II on the American home front, for example: Selective Service mobilization (for example, Office of War Mobilization) financing the war role of women (for example, Rosie the Riveter) censorship Japanese internment (Nisei) rationing black market price controls patriotic activities (for example, victory gardens, USO, newsreels) Explain the role of important political leaders during World War II, for example: Franklin D. Roosevelt Harry Truman Winston Churchill Joseph Stalin Adolf Hitler Benito Mussolini Emperor Hirohito Hideki Tojo Explain the role of important military leaders of World War II, for example: George C. Marshall Dwight D. Eisenhower Douglas MacArthur George S. Patton Chester Nimitz Bernard L. Montgomery Charles de Gaulle Explain or analyze the consequences of World II in terms of its impact on the United States (for example, the G.I. Bill of Rights). GEE Assessment Guide 4-41 Social Studies Grade 11

43 Era 9: Contemporary United States (1945 to the Present) Examine the spread of communism after World War II in terms of its impact on U.S. foreign policy and the U.S. response to it, for example: Marshall Plan Truman Doctrine Eisenhower Doctrine Peace Corps United Nations NATO Warsaw Pact nuclear development Gulf of Tonkin Resolution War Powers Act domino theory, containment policy Analyze conflicts that resulted from cold war tensions, for example: Berlin crises (for example, Berlin airlift, Berlin wall) Korean Conflict Cuban crises (for example, Bay of Pigs, Cuban Missile Crisis) Vietnam War Middle-East conflicts Panama Canal Treaty Examine the effects of the cold war on American society and domestic policy (for example, Red Scare, McCarthyism). Analyze the reasons for the end of the cold war and its impact on the world today from an American perspective. Analyze the impact of domestic policies on life in the United States. Examine the major issues, leaders, and achievements of the American civil rights movement, for example: Martin Luther King, Jr. Rosa Parks Malcolm X Jesse Jackson National Association for the Advancement of Colored People (NAACP) Black Panthers Southern Christian Leadership Conference (SCLC) nonviolent protests/civil disobedience Brown v. Board of Education of Topeka (1954) Civil Rights Acts of 1964, 1965 Evaluate the effects of Watergate on the United States. Evaluate the effects of the mass media on American society. GEE Assessment Guide 4-42 Social Studies Grade 11

44 Describe social and cultural changes in post World War II America, for example: Great Society war on poverty baby boom education and housing immigration/migration war on drugs minority issues women s issues Describe the impact of technology on American society, for example: mass communication space exploration nuclear developments computer technology Analyze an issue in contemporary American society from different perspectives and explore alternative solutions. Examine the relationship between the United States and nations of the world in the post cold war era. Identify recent trends in the U.S. economy and analyze shifts in government policy designed to address them. Explain recent Supreme Court decisions and how they impact American political and social institutions. Explain or assess domestic issues and reforms in American society. Identify the following presidents, and describe the major events and accomplishments of their presidencies: Harry S. Truman Dwight D. Eisenhower John F. Kennedy Lyndon Johnson Richard M. Nixon Gerald Ford James (Jimmy) Carter Ronald Reagan George H. W. Bush William (Bill) J. Clinton George W. Bush GEE Assessment Guide 4-43 Social Studies Grade 11

45 C. World History Benchmarks Assessed Era 8: A Half-Century of Crisis and Achievement ( ) H-1C-H13 analyzing the causes and international consequences of World War I, the rise and actions of totalitarian systems, World War II, and other early 20th century conflicts Era 9: The 20th Century since 1945 (1945 to the Present) H-1C-H14 analyzing the international power shifts and the breakup of colonial empires that occurred in the years following World War II H-1C-H15 explaining the worldwide significance of major political, economic, social, cultural, and technological developments and trends Assessment Limits: Test items assessing knowledge of World History are limited to Eras 8 and 9 (benchmarks H-1C-H13, H-1C-14, and H-1C-15). Benchmarks in Eras 6 and 7 may serve only as context for assessing grasp of concepts or application of skills. Benchmarks in Eras 1 5 are not eligible for assessment on GEE. Test items on World War I, World War II, and the cold war take an international or global perspective, rather than a distinctly American one, so as not to overlap their assessment under U.S. History (see category B). Test items may require students to apply historical thinking skills (see category A) to events and issues in Eras 6 and 7. Key Concepts: Era 8: A Half-Century of Crisis and Achievement ( ) Examine the origins, major events, and peace settlements of World War I from an international or global perspective, for example: creation of Italy and Germany imperialism nationalism, self-determination militarism, arms race (Schlieffen Plan) balance of power alliances assassination of Archduke Francis Ferdinand GEE Assessment Guide 4-44 Social Studies Grade 11

46 Examine the causes and consequences of the Russian Revolution of Explain the consequences of World War I in terms of its impact on the world, for example: Russian Revolution Treaty of Brest Litovsk Vladimir I. Lenin Treaty of Versailles war guilt, reparations Weimar Republic League of Nations Explain how art, literature, and intellectual thought reflected changes brought about by World War I. Analyze the causes and consequences of global depression following World War I. Analyze the political, social, and economic conditions leading to the rise of totalitarianism in the Soviet Union, Italy, Germany, Japan, and Spain, for example: communism, fascism, socialism Joseph Stalin Benito Mussolini Adolf Hitler Francisco Franco Emperor Hirohito Hideki Tojo Describe the ideologies of fascism and Nazism and how they affected society (for example, glorification of the state, xenophobia, racism, anti-semitism, pogroms). Explain the significance of various acts of aggression/expansionism by totalitarian powers (for example, Ethiopia, China, Spanish Civil War, Anschluss, Czech crisis). Explain underlying social, political, and economic origins of World War II from an international or global perspective, for example: global depression rise of totalitarianism international aggression/militarism (arms race) Munich Conference, failure of appeasement Non-Aggression Pact Axis Agreement Explain the significance of major events and concepts of World War II, including decisions made at wartime conferences, for example: invasion of Poland blitzkrieg, total war scorched earth policy, kamikaze atomic warfare Axis/Allied Powers Atlantic Charter GEE Assessment Guide 4-45 Social Studies Grade 11

47 Allied wartime conferences: Casablanca, Yalta, Potsdam major battles resistance movements (for example, France) Holocaust, concentration camp, genocide D-Day, V-E Day, V-J Day formation of United Nations Explain the results of World War II, for example: occupation of defeated powers Nuremberg Trials Japanese war trials cold war Yalta Conference formation of Soviet Bloc, iron curtain Warsaw Pact NATO SEATO Berlin airlift Berlin wall Assess the consequences of World War II as a total world war. Era 9: The 20th Century since 1945 (1945 to Present) Explain major differences in the political ideologies and values of the Western democracies vs. the Soviet bloc, and how they led to development of the cold war. Describe the causes and international consequences of major cold war crises and military conflicts (for example, the Korean Conflict). Analyze the development of communism in the Soviet Union and China, for example: Chinese Revolution (Sun Yat-sen, Mao Zedong, Chiang Kai-shek) Nikita Khrushchev Describe the rise of nationalism and explain how nationalism brought an end to colonial rule in Asia, Africa, the Americas, and the Middle East, for example: India (Mahatma Gandhi) Cuba (Fidel Castro) Belgian Congo Vietnam, Cambodia South Africa Algeria Examine major political trends and developments, for example: glasnost, perestroika Arab-Israeli conflicts terrorism dissidents nationalism GEE Assessment Guide 4-46 Social Studies Grade 11

48 Examine major worldwide economic trends and developments, for example: trade deficit free trade economic imperialism economic sanctions protectionism Organization of Petroleum Exporting Countries (OPEC) common market European Union (EU) Identify major cultural trends of the late twentieth century (for example, art, literature, intellectual life, mass culture/mass media) Analyze the development of economic interdependence in the global economy. Assess the economic disparities between industrialized and developing countries. Analyze causes and consequences of the world s accelerating population growth rate. Assess the status or progress of human and civil rights around the world, for example: women s rights human rights apartheid Evaluate the impact of World War II and its aftermath in art, literature, and intellectual life (for example, existentialism). Examine the role of religion in post World War II society (for example, religious fundamentalism, religious zealotry/extremism). Analyze the worldwide implications of nuclear, electronic, space, medical, and transportation developments, for example: nuclear proliferation space race intercontinental ballistic missile (ICBM) Assess the success of democratic movements in Asia, Africa, Europe, and the Americas. Analyze the decline of economic, political, and military bipolarization in the post cold war era. Examine terrorist movements in terms of their proliferation and impact on politics and society (for example, World Trade Center attack of September 11, 2001). Explain the reasons for the creation of Israel, analyze resulting Arab-Israeli conflicts, and assess efforts to resolving them. Assess the success and failure of détente. Analyze the causes, social and political consequences, and moral implications of genocide and mass killings in the 20th century (for example, Rwanda, Sudan, former Yugoslavia, Holocaust). Evaluate the role of the United Nations (UN) in the contemporary world. GEE Assessment Guide 4-47 Social Studies Grade 11

49 Sample Test Items: Grade 11 Social Studies Multiple-Choice Items Questions 1 through 16 are sample multiple-choice items, arranged by strand and benchmark. The items test students ability to correctly answer questions in Geography, Civics, Economics, and History. Some items may assess Social Studies content knowledge, while others may assess the application of Social Studies skills or concepts. Geography Benchmark G-1B-H1: determining how location and social, cultural, and economic processes affect the features and significance of places Use the information below to answer question 1. Think about the major conflicts of the 20th century in which the United States has been involved World War I World War II Korean Conflict Vietnam War 1. In spite of fighting four major wars, there has been very little physical damage done to the continental United States. Which of the following would best explain why there was so little physical damage? A. the United States diplomatic actions B. the United States geographic location C. the United States diverse population D. the United States military power Correct response: B GEE Assessment Guide 4-48 Social Studies Grade 11

50 Geography Benchmark G-1C-H4: analyzing the characteristics, distribution, and interrelationships of the world s cultures 2. Jazz music was first played by African American musicians in the early 20th century. Jazz music today is played by musicians around the world. This spread of jazz music is an example of cultural A. alienation. B. diversification. C. assimilation. D. diffusion. Correct response: D Geography Benchmark G-1C-H5: describing and evaluating spatial distribution of economic systems and how economic systems affect regions Refer to the table below to answer question 3. Per Capita GDP for Selected Nations Nation Per capita GDP (in U.S. dollars) Argentina $8,380 Cameroon $610 Hungary $4,340 New Zealand $15, Per capita Gross Domestic Product (GDP) is an economic measure that can be used to compare nations. There tends to be a correlation between life expectancy and per capita GDP. Based upon the correlation between per capita GDP and life expectancy, a resident of which nation is most likely to live the shortest length of time? A. Argentina B. Cameroon C. Hungary D. New Zealand Correct response: B GEE Assessment Guide 4-49 Social Studies Grade 11

51 Geography Benchmark G-1D-H2: examining the challenges placed on human systems by the physical environment and formulating strategies to deal with these challenges Use the map and chart below to answer question The physical environment can have a major impact on the human activities in a region. If the United States government decides to provide agricultural aid to farmers who live in the mountains of Peru, what crops would the government most likely recommend that the farmers grow? A. beans and bananas B. barley and potatoes C. wheat and rice D. sugarcane and pineapples Correct response: B GEE Assessment Guide 4-50 Social Studies Grade 11

52 Civics Benchmark C-1A-H3: explaining and evaluating issues related to the distribution of powers and responsibilities within the federal system 5. Which is an example of a concurrent power under the U.S. federal system of government? A. printing money B. regulating interstate commerce C. creating treaties D. taxing personal income Correct response: D Civics Benchmark C-1A-H3: explaining and evaluating issues related to the distribution of powers and responsibilities within the federal system Use the newspaper headline below to answer question 6. United States Supreme Court rules Colorado search-and-seizure law unconstitutional 6. This newspaper headline relates to the principle of A. voting rights. B. direct democracy. C. judicial review. D. delegated powers. Correct response: C GEE Assessment Guide 4-51 Social Studies Grade 11

53 Civics Benchmark C-1B-H6: analyzing the historical and contemporary roles of associations and groups in local, state, and national politics Use the statements below to answer question 7. These individuals work in Washington, D.C., and in all state capitals. These individuals work for either businesses or private interest groups that support specific causes that interest some citizens, or for public interest groups that strive for improvements that benefit all citizens. These individuals attempt to persuade lawmakers to consider the opinions and views of the groups they represent. 7. The statements above best describe which occupation? A. elector B. lobbyist C. entrepreneur D. lawyer Correct response: B Civics Benchmark C-1D-H4: analyzing and evaluating the importance of political leadership, public service, and a knowledgeable citizenry to American constitutional democracy 8. Which of the following is not required by law of American citizens? A. obeying laws B. serving on a jury C. voting in elections D. paying taxes Correct response: C GEE Assessment Guide 4-52 Social Studies Grade 11

54 Economics Benchmark E-1A-H1: analyzing the impact of the scarcity of productive resources and examining the choices and opportunity cost that result 9. The basic economic problem that all individuals, businesses, and governments must solve is A. satisfying unlimited wants with limited resources. B. guaranteeing that everyone has a bank account. C. making sure all resources are used. D. updating jobs to take advantage of the newest technology. Correct response: A Economics Benchmark E-1A-H1: analyzing the impact of the scarcity of productive resources and examining the choices and opportunity cost that result 10. All of the following situations provide examples of the economic principle of scarcity except a A. sold-out concert for which more people want to buy tickets. B. farmer who cannot get enough water because of a drought. C. company that is unable to find enough qualified computer programmers. D. consumer without enough money to pay his credit card bill. Correct response: D GEE Assessment Guide 4-53 Social Studies Grade 11

55 Economics Benchmark E-1B-H5: evaluating the effects of domestic policies on international trade 11. Suppose American manufacturers successfully lobbied Congress to pass a tariff on foreign bicycles that are imported. Which of the following would most likely happen as a result? A. The number of American-made bicycles sold in the United States would decrease. B. Employment in the American bicycle industry would decrease. C. The price of foreign-made bicycles sold in the United States would increase. D. Employment in the foreign bicycle industry would increase. Correct response: C Economics Benchmark E-1C-H2: explaining how interest rates, investments, and inflation/deflation impact the economy 12. If the members of the Federal Reserve Board believed that the United States economy was entering a period of recession, which of the following actions would they most likely consider? A. raising government spending B. lowering interest rates C. raising interest rates D. lowering government spending Correct response: B GEE Assessment Guide 4-54 Social Studies Grade 11

56 History Benchmark H-1B-H8: evaluating the significance of the Progressive Movement Use the passage below to answer question 13. Reformers sought to contain the power of the trusts, protect the rights of workers and consumers, and make life more secure for everyone. This group wanted to tame and regulate capitalism but did not want to eliminate it. The ultimate goal was to improve the working conditions of the masses but not give them political control. 13. This passage about a reform movement describes which political ideology? A. nationalism B. socialism C. progressivism D. communism Correct response: C History Benchmark H-1B-H11: analyzing the significant changes that evolved in the United States between World War I and the Great Depression Use the statements below to answer question 14. The 18th Amendment to the Constitution became the law of the land in January This Noble Experiment, as it was called, is considered by most to have been a dismal failure. Many believe the 18th Amendment gave birth to organized crime and created more problems than it solved. 14. The statements above describe which event? A. civil rights B. Prohibition C. immigration D. suffrage Correct response: B GEE Assessment Guide 4-55 Social Studies Grade 11

57 History Benchmark H-1B-H13: analyzing the origins, course, and results of World War II Use the statements below to answer the question 15. People had ration books that were used to buy necessary products like shoes, gasoline, and certain foods. People grew victory gardens in their backyards to feed their families and observed meatless days to reduce meat consumption. People recycled glass, all kinds of metals, and newspapers. Women filled many jobs traditionally held by men and joined the military as WACs and WAVEs. 15. Which of the following is most closely associated with the descriptions above? A. supporting the war effort during World War II B. dealing with shortages during the Depression C. supporting environmental programs through conservation D. dealing with shortages of critical products during the cold war Correct response: A GEE Assessment Guide 4-56 Social Studies Grade 11

58 History Benchmark H-1B-H13: analyzing the origins, course, and results of World War II Use the photographs and the caption below to answer question These photographs illustrate the change in status of women in the United States due to the A. effects of the Great Depression in the early 1930s. B. changes in laws regarding workplace safety in the 1940s. C. effects of a peacetime economy in the 1950s. D. beginnings of the civil rights movement in the 1960s. Correct response: C GEE Assessment Guide 4-57 Social Studies Grade 11

59 Constructed-Response Items Questions 17 through 20 are sample constructed-response items. Each item contains multiple parts and involves the application of Social Studies knowledge, skills, and/or concepts. The constructed-response items are scored using an item-specific rubric on a scale of 0 to 4. Geography Benchmark G-1C-H2: determining the economic, political, and social factors that contribute to human migration and settlement patterns and evaluating their impact on physical and human systems Use the bar graph and the information below to answer question 17. In a 2001 voter survey, 31 percent of the citizens surveyed said that they would leave Louisiana today, if they had the means and opportunity. The People s Agenda Report Card 2001 from the Council for a Better LouisianaA. GEE Assessment Guide 4-58 Social Studies Grade 11

60 17. A. Describe what trend is shown in the graph above. B. Describe two logical reasons why people are leaving or want to leave Louisiana. C. Fully explain two effects (either economic, political, or social) that the departure of people could have on Louisiana. Scoring Rubric: Score Description The student s response gives an accurate and complete answer for all five parts of the question, describing what trend is shown in the graph in part A (1 pt.), describing two logical reasons why people are leaving or want to leave Louisiana in part B (2 pts.), and describing two social, political, or economic effects that people's leaving could have on Louisiana in part C (2 pts.). The response reflects an in-depth understanding and communicates ideas effectively. The student s response gives an accurate and complete answer for only four parts of the question. OR The student s response gives an accurate and complete answer for at least three parts of the question and a limited answer for the other parts. The response reflects a general understanding and may contain minor inaccuracies. The student s response gives limited answers for two to four parts of the question. The response reflects a limited understanding and may contain inaccuracies or gaps in conceptual understanding. The student s response correctly answers at least one part of the question. The response reflects a minimal understanding and may contain major inaccuracies. The student s response is incorrect, irrelevant to the skill/concept being measured, too brief to evaluate, or blank. Scoring notes: Part A: The graph shows that over the last ten years, while the population in most of the South has been increasing, the population in Louisiana has been decreasing. The student s response must be based on people leaving Louisiana or on people going to the other southern states. GEE Assessment Guide 4-59 Social Studies Grade 11

61 Part B (not inclusive): low-quality jobs low pay and little opportunity for advancement voter distrust of politicians to solve problems high pollution levels high crime rates high poverty rates Part C (not inclusive): brain drain people leaving state to get better jobs labor shortage for specific jobs less business because of a declining population declining housing market less political representation in Congress due to declining population loss of government revenue, making it harder to solve problems GEE Assessment Guide 4-60 Social Studies Grade 11

62 Civics Benchmark C-1C-H2: analyzing the major foreign policy positions of the United States and evaluating their consequences Use the information below to answer question Foreign policy is the way a country can influence other countries. There are a number of different methods or actions the United States can use to implement foreign and defense policies. A. Describe two different methods or actions that the United States can use to implement foreign and defense policies. B. Explain when or in what circumstances each method or action identified in part A would most likely be used by the United States. Scoring Rubric: Score Description The student s response reflects a thorough understanding and gives a complete and accurate answer for all four parts of the question, identifying two methods the United States employs in implementing foreign/defense policy in part A (2 pts.), and explaining when each method should be used in part B (2 pts.). The student s response gives a general answer for all four parts of the question, OR The student s response answers only three parts of the question with thorough/accurate answers, OR The student s response gives an accurate answer for at least two parts of the question, but a limited answer for the other parts. The student s response answers only three parts of the question with limited answers, OR The student s response gives complete answers to only two parts of the question. The response reflects a limited understanding and may contain inaccuracies or gaps in conceptual understanding. The student s response correctly answers only one part of the question. The response reflects only a minimal understanding and may contain major inaccuracies. The student s response is incorrect, irrelevant to the skill/concept being measured, too brief to evaluate, or blank. GEE Assessment Guide 4-61 Social Studies Grade 11

63 Scoring notes: By itself the answer for part B may seem incomplete, but it needs to be read as an extension of what was said in part A. Answers will vary for part B. Possible answers for Part A (not inclusive): conventional diplomacy foreign aid economic sanctions political coercion covert operations military intervention building coalitions seeking international action dollar diplomacy GEE Assessment Guide 4-62 Social Studies Grade 11

64 Economics Benchmark E-1B-H3: analyzing the impact of governmental taxation, spending, and regulation on different groups in a market economy Use the information below to answer question A local government is considering these items in its proposed budget: building a new community hospital maintaining welfare payments at current levels providing financial incentives to businesses to hire more teenage workers replacing an unsafe, worn-out bridge supporting parks and recreational services year-round Because money is limited, not all of the above items can be included in the local government s budget. A. Select one item above that you feel should be included in the community budget. Explain two ways that the item you selected may have a positive economic impact on the community. Use specific details in your discussion. B. Select another item above that you feel should be included in the community budget. Discuss two ways that the item you selected might have a negative economic impact on the community if it were not included in the budget. GEE Assessment Guide 4-63 Social Studies Grade 11

65 Scoring Rubric: Maximum points to be awarded per section: part A 2 points, part B 2 points. Score Description The student s response reflects an in-depth understanding and gives a complete and accurate answer to all four parts of the question, explaining two positive economic impacts of funding one community budget item in part A (2 pts.), and explaining two negative economic impacts of rejecting a different community budget item in part B (2 pts.) The student s response gives a general answer for all four parts of the question, OR The student s response gives a thorough and accurate answer for at least two parts of the question, but a limited answer for the other part(s). The student s response answers only three parts of the questions with general answers, OR The student s response answers only two parts of the question with thorough and accurate answers. The student s response reflects a minimal understanding, answering only one part of the question correctly. The student s response is incorrect, irrelevant to the skill/concept being measured, too brief to evaluate, or blank. GEE Assessment Guide 4-64 Social Studies Grade 11

66 Scoring notes (not inclusive): Budget item Positive impact Negative impact Build hospital Construction jobs Hospital jobs Local health care would make community more attractive to new residents and businesses Less time lost by citizens traveling to a more distant hospital People not as healthy; cost to businesses People and business less likely to move to community Maintain welfare payments at current levels Provide incentives for businesses to hire teens Will have money and continue to be consumers People being better able to provide for themselves will have a positive economic effect on the community People less likely to resort to crime to support themselves Keep teens busy so less likely to vandalize Less likely to keep customers away because they are hanging out downtown Teens provide relatively low-cost labor for businesses Teens will earn money to become consumers Fewer consumers for businesses Decrease in funding for social programs Increase in crime Increase in vandalism Smaller labor force may drive up business costs Replace bridge Construction jobs Will cost more to replace later after more worn Without the bridge, people would have to travel a greater distance Unsafe bridge could cause accidents and lead to lawsuits Continue recreational services year round Keep children busy so less likely to get into trouble Year-round programs would make community more attractive to new residents Children won t be kept busy and will be more likely to commit crimes and/or keep consumers away because they are hanging out downtown GEE Assessment Guide 4-65 Social Studies Grade 11

67 History Benchmark H-1B-H7: describing the immigration and internal migration patterns that have occurred in the history of the United States and examining the cultural and social changes that have resulted The political cartoon below was originally published in the early 1920s. Study the cartoon to answer question A. Describe the historical concept with which the political cartoon is most closely associated. B. Fully explain how the practice illustrated in the political cartoon contradicts the ideals upon which the United States was founded. GEE Assessment Guide 4-66 Social Studies Grade 11